Gateway Course Success: Transforming Remediation

Report
GATEWAY COURSE SUCCESS
Transforming Remediation
Bruce Vandal
Twitter: @BruceatCCA
Too many students
start college in
remediation.
2
Too many entering freshmen need remediation.
51.7% of those entering a 2-year
college enrolled in remediation
19.9% of those entering a 4-year
college enrolled in remediation
Source: Fall 2006 cohorts
3
Too few remedial
students ever
graduate.
4
Most remedial students never graduate.
Source: Completion data: fall 2006 cohorts; graduation data: 2-year, fall 2004 cohorts; 4-year, fall 2002 cohorts
5
Student attrition is at
the heart of the
matter.
6
Few Ever Get to Gateway
70% of students placed into
remediation fail to enroll in a
gateway course in two
academic years
11
Guiding Objective
Students complete gateway
courses and enter programs of
study in one academic year
12
Policy Objectives for Gateway Course Success
1. Design STEM and non-STEM math options.
2. The default placement for most students will
be gateway courses.
3. Provide additional academic support as
corequisite, not prerequisite.
4. Establish a placement range instead of a single
cut score.
13
Mathematics
must be aligned
with programs of study.
14
University System of Georgia
Mathematics Task Force:
“College Algebra was designed
explicitly to meet the needs of
students who are preparing to
take Precalculus and Calculus.”
College Algebra’s Only Purpose :
Preparation for Calculus
College
Algebra
Calculus
S
T
E
M
16
S
T
E
M
Providing Academic
Support as a Corequisite
18
One Semester Redesigned Gateway
Extra
Time
Gateway
• 45 minutes
after class
• Additional
class periods
Mandatory
Tutoring
• Paired
proctored labs
• 5 weeks prep
Sequenced
plus 10 weeks
gateway
content
19
One Semester Corequisite Results
Traditional
Model
Corequisite
Model
CC of Baltimore
County Accelerated English
Learning Model
33%
74%
English
49%
70%
Quantitative
Reasoning
11%
78%
8%
65%
Institution
Austin Peay State
University
Structured
Assistance
Subject
Statistics
20
One Year Corequisite
Semester 1
Semester 2
Quantitative
Reasoning
Gateway Content
Academic Support
College Success
Gateway
Skills
Statistics
STEM
21
One Year Corequisite Results
Carnegie Statway
Success in gateway math within
one academic year
51.0%
5.9%
Traditional Model
Statway
22
Aligned and Parallel Support in
Technical Certificate Programs
Technical
Program
Math and
Language
Skills
Tennessee Colleges of Applied
Technology
• Work Keys/Keytrain
• Required, Proctored Lab
• Competency-based, Self-paced
23
TCAT Results
79% Graduation Rate
All Complete Academic Support
24
Placement into gateway
courses and programs of
study
25
Multiple Measures Can Help Determine
Appropriate Support in Gateway Courses
• High school Performance
(GPA/Senior Year Courses)
• High School Transcripts
• Placement/Entrance Exams
• “Grit”
26
Using Non-Cognitive Variables, Like Grit
• Grit, like cognitive ability, falls within a normal
distribution.
• The higher education system was built for
students with high grit and high academic
ability.
• We don’t know if we can teach grit – but we can
remove the unnecessary barriers that prevent
student success.
27
Percent of Students
Current Model Enrolls Most Students into
Remediation
Remediation
70%
Gateway
30%
Student Placement Data
28
Percent of Students
New Model Enrolls Most in College
Test Prep
or
Technical
Certificate
Gateway Course
with Corequisite
Support
10%
60%
Gateway
30%
Student Placement Data
29
Percent of Students
A Broad Placement Range
Less than
2.0 HS
GPA or
ACT Below
14 or
Equivalent
2.0 – 2.5 High School
GPA or ACT 14-18 or
Equivalent
2.5 High School
GPA or ACT 19 or
Equivalent
Student Placement Data
30
Goal of Assessment Reform :
More Students in Gateway Courses
DON’T:
• Try to build the perfect test
• Create a new rigid system for sorting students
DO:
• Dismantle unnecessary barriers by placing the
vast majority in gateway courses
• Accept that the majority of students need some
support – cognitive and non-cognitive
• Provide that support in the college-level gateway
course – as a co-requisite
31
Policy Objectives for Gateway Course Success
1. Design STEM and non-STEM math options.
2. The default placement for most students will
be gateway courses.
3. Provide additional academic support as
corequisite, not prerequisite.
4. Establish a placement range instead of a single
cut score.
32
GATEWAY COURSE SUCCESS
Transforming Remediation
Bruce Vandal
Twitter: @BruceatCCA

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